No / Objective: The increasing emphasis of interprofessional working (IPW) and learning (IPL) encourages healthcare professionals to be educated together. However, is the language and understanding clear and consistent across health care? ResearchQuestions: Is there a sound evidence base underpinning IPL/IPW? Do healthcare professionals and workforce arrangements support across professional working? Methodology: To answer these questions a detailed review was carried out investigating UK policy and educational developments in relation to international interprofessional research.Data Sources: Healthcare documents in relation to IPL from the UK Department of Health; World Health Organization; themes from international and European IPL networks/conferences, international healthcare journal article search (Metalib); UK Healthcare Commission documents; and UK healthcare statistics and data. Results:The definition of IPL and the associated IPL agenda within health is broad, which enables flexibility and creativity. However, this may also contribute to the weak evidence base which demonstrates the effectiveness of IPL.Conclusion: To focus the agenda on developing effective healthcare teams within an IPL framework would enable common understanding, language and evaluation processes.

Att handleda studenter på klinisk undervisnings avdelning (KUA) har bedrivits under ett tjugotal år. Studenter från olika utbildningsprogram inom hälso- och sjukvårdsutbildningar utvecklar sin interprofessionella kompetens under en tvåveckorsperiod. Studier visar att interprofessionellt lärande ger studenter en möjlighet att dels få en helhetssyn av patientens vårdbehov dels ökar förståelsen för varandras yrkesroller och kunskaper. Få studier har fokuserat på handledarnas erfarenheter inom detta ämne och om sin roll på KUA. Studiens syfte var att beskriva fenomenet KUA handledare genom handledares uppfattning om rollen som interprofessionell handledare och interprofessionellt lärande på KUA. En kvalitativ metod användes och 19 interprofessionella handledare från professionerna, arbetsterapi, läkare, sjukgymnast och sjuksköterska intervjuades individuellt. Texterna bearbetades och analyserades utifrån innehållsanalys. Utifrån analysen identifierades tre kategorier, ”handledaren”, ”handledningen” och ”KUA konceptet”. Det visade sig att interprofessionella handledare har ett genuint intresse och engagemang för handledning, studenter, pedagogik och samarbete. Olika strategier används i den interprofessionella handledningen. Handledarna arbetar med teamet i fokus dels för studenters lärande, dels för att visa på teamets betydelse för patientens vård i hälso- och sjukvård. KUA konceptet kräver både tid och engagemang av handledarna men uppfattas som ett bra koncept där studenterna tillsammans kan utveckla det interprofessionella samarbetet. Handledarnas inställning till studenters lärande och handledning gör skillnad i handledningen. Att vara interprofessionell handledare kräver kunskaper om såväl pedagogik som grupp och grupprocess. Studentteamens kunskaper driver KUA vilket påverkar handledningen. KUA konceptet har en positiv inverkan på handledarna och interprofessionell handledning uppfattas som stimulerande och utmanande. / Supervising students in a clinical training ward (CTW) has been used for some 20 years. Studies show that interprofessional learning gives students an opportunity to get a comprehensive view of a particular patient’s health-care needs, as well as an increased and mutual understanding of their colleague’s position and knowledge. Only a few studies have focused on the supervisor’s view of his or her own role within the activity of the CTW. The purpose of the study was to describe the CTW supervisor and his or her own perception of her role as an interprofessional supervisor as well as to describe interprofessional learning on its own at the CTW. A qualitative method was used, and 19 interprofessional supervisors from and within occupational therapy, along with physicians, physiotherapists, and nurses, were interviewed. The texts were content-analysed. Three categories were identified: ‘the supervisor’, ‘the supervision’, and ‘the concept of CTW’. It turned out that the interprofessional supervisor has a genuine interest and commitment to supervise, to work pedagogically, to collaborate, and to work with students. The supervisors all used different strategies, and they worked with the team in focus, partly for the benefit of the students but also to show the team’s importance in relation to the patient’s health care situation. The CTW concept requires lots of time and dedication from the supervisor, but it is perceived as a good concept where students can develop interprofessional collaboration. The supervisor’s understanding and approach to student learning makes a huge difference in the process of supervision. Being an interprofessional supervisor requires a pedagogical knowledge and understanding of a group and of the group process. The student’s team knowledge influences the CTW, which affects the supervision. The concept of the CTW has a positive impact on the supervisors, and the interprofessional supervision is perceived to be stimulating and challenging.

<p><em>Aim:</em> To evaluate nurse student’s apprehension of an interprofessional seminar as part of training. <em>Method:</em> A descriptive, qualitative study built on the analysis of 43 questionnaires and one group interview with nurse student’s who participated in the seminar. For the analysis of the collected material we used the method of analysis of contents as described by Graneheim and Lundman. <em>Primary results:</em> The analysis highlights five different categories which show the nurse student’s apprehension of the seminar. From the analysis of contents it was established that questions remained unanswered after the seminar and that there remained some uncertainty as for the carrying through of the seminar. It was however also established that the seminar helped the students to gain insight about the profession of physiotherapists and the importance of cooperation. All in all, the students apprehended interprofessional education as a valid part of training. <em>Conclusion:</em> An interprofessional seminar together with physiotherapists was a great initiative taken by the responsible for the nursing course. It is important, however, that the information and the tasks are well prepared, and that there is valid follow-up to any interprofessional seminar, in order to make it as successful as possible.</p> / <p><em>Syfte:</em> Utvärdera sjuksköterskestudenters uppfattning av interprofessionellt seminarium som utbildningsmoment. <em>Metod:</em> Deskriptiv studie med kvalitativ ansats med enkäter och en fokusgruppintervju. 43 enkäter och en fokusgruppintervju med sjuksköterskestudenter som deltog i det interprofessionella seminariet analyserades med hjälp av Graneheim och Lundmans innehållsanalys.<em> Huvudresultat: </em>Utifrån analysen framkom fem kategorier som belyser hur sjuksköterskestudenterna uppfattade det interprofessionella seminariet. Ur innehållsanalysen framkom att sjuksköterskestudenterna hade kvarstående frågor efter seminariet och att det fanns otydligheter kring seminariets genomförande. Det framkom även att seminariet gav insikt i betydelsen av samarbete, förståelse för sjukgymnasternas profession samt att studenterna upplevde interprofessionell utbildning som ett bra utbildningsmoment. <em>Slutsats:</em> Att genomföra ett interprofessionellt seminarium tillsammans med sjukgymnaster var ett bra initiativ av ansvariga på sjuksköterskeprogrammet. Det är dock viktigt att förberedelserna, informationen och uppgifterna är väl förberedda och att det finns en bra uppföljning, detta för att den interprofessionella utbildningen ska bli så bra som möjlig.</p>

Aim: To evaluate nurse student’s apprehension of an interprofessional seminar as part of training. Method: A descriptive, qualitative study built on the analysis of 43 questionnaires and one group interview with nurse student’s who participated in the seminar. For the analysis of the collected material we used the method of analysis of contents as described by Graneheim and Lundman. Primary results: The analysis highlights five different categories which show the nurse student’s apprehension of the seminar. From the analysis of contents it was established that questions remained unanswered after the seminar and that there remained some uncertainty as for the carrying through of the seminar. It was however also established that the seminar helped the students to gain insight about the profession of physiotherapists and the importance of cooperation. All in all, the students apprehended interprofessional education as a valid part of training. Conclusion: An interprofessional seminar together with physiotherapists was a great initiative taken by the responsible for the nursing course. It is important, however, that the information and the tasks are well prepared, and that there is valid follow-up to any interprofessional seminar, in order to make it as successful as possible. / Syfte: Utvärdera sjuksköterskestudenters uppfattning av interprofessionellt seminarium som utbildningsmoment. Metod: Deskriptiv studie med kvalitativ ansats med enkäter och en fokusgruppintervju. 43 enkäter och en fokusgruppintervju med sjuksköterskestudenter som deltog i det interprofessionella seminariet analyserades med hjälp av Graneheim och Lundmans innehållsanalys. Huvudresultat: Utifrån analysen framkom fem kategorier som belyser hur sjuksköterskestudenterna uppfattade det interprofessionella seminariet. Ur innehållsanalysen framkom att sjuksköterskestudenterna hade kvarstående frågor efter seminariet och att det fanns otydligheter kring seminariets genomförande. Det framkom även att seminariet gav insikt i betydelsen av samarbete, förståelse för sjukgymnasternas profession samt att studenterna upplevde interprofessionell utbildning som ett bra utbildningsmoment. Slutsats: Att genomföra ett interprofessionellt seminarium tillsammans med sjukgymnaster var ett bra initiativ av ansvariga på sjuksköterskeprogrammet. Det är dock viktigt att förberedelserna, informationen och uppgifterna är väl förberedda och att det finns en bra uppföljning, detta för att den interprofessionella utbildningen ska bli så bra som möjlig.

Patient centred collaborative practice between nurses and physicians is currently being promoted worldwide. There is increasing evidence that post licensure interprofessional educational interventions improve patient outcomes but similar evidence for pre-licensure interprofessional learning is lacking. The impact of contemporary nursing and medical education on graduates’ ability to collaborate in the workplace is also unclear. To address this gap, an interview based qualitative study underpinned by hermeneutic phenomenology and informed by the theoretical lens of social identity was designed. Eleven junior registered nurses and eleven junior residents from a single healthcare jurisdiction each, in Canada and the United Kingdom (UK) were interviewed to explore how the processes that lead to socialization, professional identification and identity formation in professional schools are perceived to influence collaborative teamwork upon graduation. Data were as analyzed through iterative naive and thematic interpretations aligned with the hermeneutic process, to arrive at a comprehensive understanding. The impact of contemporary undergraduate nursing and medical education on the ability to practice collaboratively was found to be obfuscated by internal contradictions and overshadowed by the contingencies and demands of the workplace, during residency and early nursing practice in both locations. In medical schools, the intense socialization described in literature was replaced by individual reflection and a struggle to maintain work-life balance. Values internalized were of a sense of responsibility and hard work. Students espoused an attitude of collaboration but lacked training in enabling competencies and practical application. Exposure to interprofessional learning and its impact was variable and inconsistent and formal assertions of collaboration were not consistently modeled by faculty. In nursing schools, the value of caring, self-awareness and assertiveness was promoted. Training for collaboration with physicians was largely transactional and teaching about the status of the nurse vis-à-vis the physician was mired in contradictions. Residents and the nurses could not rely on their experience of professional school as they transited to the workplace. Initiation was frequently precipitous and contingencies of the workplace determined how they acted. For residents the community of clinical practice was fluid and repeatedly new. Both residents and nurses were overwhelmed by unpreparedness, workload, and responsibility and acted to get by and get the job done. Residents learned to preface doing the best for the patient and not compromising patient care, while nurses became proficient at routine tasks and found fulfilment as the patient’s advocate. There was a propensity for conflict when uniprofessional roles and values collided. In busy wards each group had interdependent but competing priorities which lead to adversarial expressions of uniprofessional identity and consequent derogatory out-group stereotyping. In contrast situations demanding urgent focused attention, such as a cardiac arrest, lead to the spontaneous formation of a collaborative team which briefly expressed an interprofessional identity. Complex cross-generational and gender based interactions were sometimes adversarial and provoked resentment. Consequently junior nurses retreated to derive fulfilment as the patient`s advocate while residents looked forward to collaborating with other health professionals on their own terms, in the future. Neither contemporary professional education nor the hospital environment sustained consistent collaborative practice. / Graduate

Introduction: Interprofessional Learning (IPL) is an approach that teaches students from different disciplines to share their professional knowledge in order to gain a more complex understanding of the situation at hand. According to WHO, interprofessional learning strengthens communication and the collaborative practice which in turn improves health outcomes for patients. Insufficient interprofessional communication due to inexperience with interprofessional teamwork can affect patients’ safety. Aim: To compare differences in nursing- and medical students readiness for interprofessional learning in Vietnam and if they believe that IPL could affect the quality of communication with patients. Method: A quantitative study was conducted, with a descriptive approach where the population consisted of nursing- and medical students at University of Medicine and Pharmacy in Ho Chi Minh City, Vietnam. The data was collected through a structured questionnaire called Readiness for Interprofessional Learning Scale (RIPLS). Mann Whitney U-test was used for statistical analyzes. Results: A statistical significant difference, between the two professions, was found in four out of nineteen questions. Therefore we could not see a difference in readiness between the two professions. Regarding the students’ perception on IPL and communication, we could not see a statistical difference, the two groups had similar views on the topic.   Conclusion: We could only find a few questions that reflected an actual difference (p &lt; 0.05) in opinion between the two professions.

No description available.

No / This paper will provide an overview of the specific issues related to involving service users and carers in work-based practice assessment of health and social care students. The outcomes of a shared workshop that involved service users and carers, practice assessors and students in the development of an interprofessional assessment tool, will be discussed. Key areas of concern, across all participants, were related to ethical, reliability and validity issues. These will be explored against the background of current literature, and recommendations will be made for involving service users and carers in assessment of practice. The original work for this paper was part of the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL), which is working towards a framework of interprofessional assessment of common competences in the health and social care professions.

Introduction: Contemporary hospital settings are a challenging learning and working environment for healthcare professionals. The challenges are largely related to the increasing need for healthcare caused by an ageing population, a lack of personnel resources, and demands for time efficiency. Therefore, it is of interest to study how individuals and teams learn during these working conditions. Nurses are especially exposed when entering working life, why this profession has been of interest to explore further in this thesis. Furthermore, the interprofessional team is significant in providing qualitative care at the hospital wards, which could be affected by the lack of nurses and demands for efficiency. Aim: To explore work integrated learning from an individual nurse and interprofessional team learning perspective in a contemporary hospital ward setting. Methodology: Two qualitative approaches were used in this thesis. Study I was a qualitative content analysis based on individual interviews with 10 nurses within hospital ward care. Study II was an insider action research project (IAR) within a specific hospital ward. Data from the project in Study II were analyzed using the cycle of expansive learning. Results: Study I showed that, during their early working life, newly graduated nurses learned their profession by developing and using different learning strategies. Their initial strategy was to learn how to perform daily tasks as safely and effectively as possible. However, in learning how to provide qualitative care, the nurses realized the importance of participating in bedside care to gain clinical experience. Opportunities to learn from clinical experiences and reflection were essential for developing as a new nurse. Study II explored work integrated learning in an interprofessional ward team. The learning process resulted in the establishment of a digital planning board to illustrate the patients’ recovery process during their stay at the ward. This board opened an opportunity to learn about core values and goals for discharge, but also contributed to boundary awareness between the professionals, which was important for collaboration to improve patient safety in daily work. Discussion: The results reveal that work-integrated learning was manifested in an interdependency between the professionals and the health-care organization. The interdependency was multifaceted as the professionals were dependent on each other to learn as individuals in relation to each other, and to develop their joint work processes. The professionals were also dependent on the organizational prerequisites to learn. This result shows the need for the professionals to develop their own learning strategies to manage daily work, which was associated with the professional’s motivation in leading their own professional development towards qualitative and safe care. Conclusion: The results of this thesis reveal that the professions within a hospital ward setting are largely dependent on each other to create conditions for work integrated learning. The individuals and the team both had strong determination, will, and desire to learn to provide patients with care that was as qualitative and safe as possible. The quality of work-integrated learning was found to be related to the professions’ awareness of boundaries, knowledge, and responsibilities related to each other within the interprofessional team. / Denna studie har utforskat det arbetsintegrerade lärandet hos nyutbildade sjuksköterskor och hos ett interprofessionellt team, i en sjukhusavdelningsmiljö. Resultatet visade att organisatoriska förutsättningar såsom brist på personal, högt vårdflöde samt uppgiftsväxling, tvingar de nyutbildade sjuksköterskornas att anta strategier som gör att det måste förlita sig på andrahandsinformation för bedömning av patienters status. Även om det patientnära arbete uttrycks som väsentligt för att lär sig yrket, tvingas de nyutbildade ofta att prioritera administrativa uppgifter och därmed missas väsentligt information viktig för lärande och för att kunna hantera arbetet säkert och kvalitativt. Organisatoriska förutsättningar riskerar därmed också att ”förlänga” lärandet mot ett expert-kunnande. Resultat visa dock att det finns en styrka i att hitta sina egna vägar att ta sig fram i en svår lärandemiljö, där den professionelles ”jävlar anamma”, engagemang och motivation för att lära, påverkar både riktning och innehåll i lärandet. Resultatet visar att hos både den enskilda sjuksköterskan och hos teamarbetets medlemmar fanns ett driv, vilja och önskan att lära för att kunna ge patienterna en så god och säker vård som möjligt. Det arbetsintegrerade lärandet visade sig också vara relaterat till professionernas medvetenhet om hur deras egna professionella gränser, kunskap och ansvar förhöll sig till övriga medarbetare i teamet. Att skapa ett medvetande om professionella gränser inom teamet innebar att utveckla kunskap om varandras professionella ansvar och bidrag till vårdteamet som helhet samt vilka värderingar och målsättningar som kunde leda teamets arbete framåt. Undersköterskans roll för sjuksköterskans och vårdteamets arbetsintegrerade lärande var central. Att tydliggöra gränser mellan professionerna kräver ett gediget arbete som tar tid, motivation och uthållighet hos både individer och ledning. Ett arbete som kan vara svårt att åstadkomma i vardagsarbetet och därför kräver särskilda insatser men kan ha avgörande beredelse för vårdkvalitén och patientsäkerheten. Sammanfattningsvis kan denna uppsats bidra med fördjupad kunskap om arbetsintegrerat lärande i dagens sjukhusvård. Inom sjukhusvården, där effektivitetskrav dagligen måste balanseras gentemot bristande resurser, kan sjukhusavdelningar lärandemiljö ifrågasättas. Strategiska lärandestrategier krävs för att kunna säkerställa ett kvalitativt arbetsintegrerat lärande för nyutbildade sjuksköterskor och för teamet. / <p>Paper  B is not included in the electronic version. </p>

Bakgrund: Sjuksköterskan ska kunna samverka i team där flera vårdprofessioner är delaktiga, så kallade interprofessionella team. För att kunna lära sig arbeta i ett interprofessionellt team kan interprofessionellt lärande vara till hjälp. En läraktivitet som används vid interprofessionellt lärande är simuleringar, där studenter från olika vårdutbildningar kan samlas i ett team och arbeta med ett iscensatt patientfall. Syfte: Syftet med litteraturstudien var att beskriva sjuksköterskestudenters upplevelser av interprofessionella simuleringar.  Metod: Litteraturstudien baserades på tolv vetenskapliga artiklar med kvalitativ ansats. Litteratursökningarna som låg till grund för arbetet gjordes i databaserna CINAHL och PubMed. De vetenskapliga artiklarna granskades enligt en granskningsmall för kvalitativa studier och innehållet analyserades. Resultat: I resultatet framkom tre teman om sjuksköterskestudenternas upplevelser: interprofessionella team, roller, och lärsituation. Alla tre teman hade två subteman, vilket resulterade i totalt sex subteman.  Slutsats: Flertalet sjuksköterskestudenter upplevde de interprofessionella simuleringarna som en positiv erfarenhet, som gav möjligheten att lära om teamarbete, kommunikation samt den egna rollen och andras roller i teamet. / Background: Nurses are required to be able to work within a team. Within healthcare these teams are oftentimes interprofessional, where a multitude of healthcare professions are working together. Learning how to work in interprofessional teams is aided by interprofessional education. One activity often used in interprofessional education are simulations, where students from different professions gather and work together on a staged patient case.  Aim: The aim of this study was to describe nursing students’ experiences of interprofessional simulations. Method: This literature study used twelve scientific articles with a qualitative study design. The included articles were found in two databases, CINAHL and PubMed. The scientific papers were reviewed using a template for reviewing qualitative articles and then the content was analyzed.  Results: Three themes related to nursing students’ experiences were found in the result, interprofessional teams, roles and learning situation. Each theme had two subthemes, resulting in a total of six subthemes.  Conclusion: The nursing students who participated in simulations within interprofessional education had mainly positive experiences. These experiences were summarized as improved communication skills, improved understanding of teamwork as well as an improved understanding of their own and other’s roles within the team.